strategy for teachers to adapt to students’ English proficiency, teaching goals, and a teacher’s role.
So, the process of code-switching in EFL setting has become a widespread phenomenon since many years ago. Typically, in multilingual communities, like
Tanjung Balai, code-switching extends to teaching and learning activities. In a certain situation, code-switching occurs naturally; the teachers explain English as
the subject by using English and somehow they may switch some codes or terms into Bahasa Indonesia. In the classroom, it is usually found that both teachers and
the students are bilingual. They use two languages English and Bahasa Indonesia at the same time by switching the codes one to another.
In accordance with such condition, code-switching uttered by EFL teachers of Perguruan Sisingamangaraja in Tanjung Balai was worth investigated
in terms of how teachers switch the code, whether they switch the code because of particular reasons, whether they follow some patterns in doing code- switching,
or what language is most often used by them when switching the codes; target language English or native language Bahasa Indonesia.
1.2 Problems of The Study
Based on the background above, the problems of the research are briefly formulated as follows:
1. What types of code-switching are uttered by the teachers in teaching
English to Grade Nine students of Junior High School? 2.
What is the dominant type of teachers’ code-switching when teaching English in the classroom?
3. Why does the teacher of Grade Nine of Junior High School switch their
language when teaching English?
1.3 Objectives of The Study
Based on the problems formulated above, the objectives of the research are intended to find out:
1. The type of code-switching uttered by teachers when teaching English to
Grade Nine of Junior High School 2.
The dominant type of code-switching uttered by English teachers of Grade Nine of Junior High School, and
3. The reason why the English teachers of Grade Nine of Junior High School
switch the language when teaching.
1.4 Scope of the Study
This study is limited to two languages English and Bahasa Indonesia switched one to another or vice versa by two EFL teachers of Grade Nine at
Perguruan Sisingamangaraja, Tanjung Balai in the classroom when learning and teaching English take parts. Although there are so many types of code- swiching
classified by some linguists, this research only focuses on intra- sentential switching, inter- sentential switching, and emblematic switching uttered by
English teacher when teaching English as the subject in the classroom setting in consideration that these types of code-switching possibly occur in EFL teaching.
1.5 Significance of The Study
The findings of this research are expected to be useful theoretically and practically.
Theoretically, this research is expected to give valuable information and contribution to education practitioners, linguistic students, and other researchers
related to the theory of code-switching in EFL setting. Practically, this research is supposed to provide references for English
teachers when switching the language. It is very important for them to be selective in choosing the language when doing code- switching. It means that they have to
take consideration before doing that. They might have very strong reasons when switching the language. So, the findings of this research, hopefully, can be a
guidance for other EFL teachers and these findings, of course, can be expanded in
different setting by other researchers.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
1.1 Conclusions
After analyzing the data measuredly, the conclusion can be drawn as follow:
1. The three types of code-switching, namely Intra-Sentential
Switching, Inter-Sentential Switching, and Emblematic Switching are discovered in the process of teaching English in Yayasan Perguruan
Sisingamangaraja, Tanjung Balai. Among these three type, the most frequent code-switching uttered by the teachers is Inter-Sentential
Switching while the Emblematic Switching is infrequently uttered by them.
2. Inter-sentential switching was the dominant types occured in
teachers’ code-switching. 3.
The teacher of grade nine of junior high school switched their language to faciliate their understanding on the subject English.
Since the target language English is rarely used in their daily life, to emphasize some points, to soften requests or command, to clarify the
content of teaching materials, to fit to lexical need, to explain grammar, to translate unknown vocabulary items, soften or
strengthen request or command, and express group identity.
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